Observations from Day 1:
Each group used different collaboration skills/methods. Informing students how they will be assessed will help drive tasks/activities so that there are similar performances.
With simple instructions and no rubric, final projects had a similar look and feel.
Fifteen minutes of application (GarageBand) training and groups were able to construct a podcast in less than two hours.
Concerns were expressed about managing projects and students in a PBL environment.
successful projects have a driving question that ends up with a product for a non-classroom audience, collaboration community
importance and connectedness to the student
can't be too simple
who develops the questions? teacher vs. student
start small
share for review
resources for ideas listed in article
Video
Kindergarten -- "traveling to Brazil"
acted out the process PBL at primary is natural
2. Artifacts and Understanding http://coe.ksu.edu/pbl/Artifacts.pdf__
PBL kit for purchase
Urban planning -- high school level.
Greenspace, living areas, recreation
Students present plan to professional community members.
Mock acceptance of the plan
3. Designing to Learn http://coe.ksu.edu/pbl/Design.pdf__
The article breaks down the steps that need to be in place: design, plan, audience and standards. It stresses the importance of
having student input on each of these steps. The design and planning is a step many want to skip over but it makes
the finished product higher quality and easier to assess.
The teacher in the video was inspiring!
View movie: Out of This World: Students Take an Eco-Friendly Field Trip to Mars (running time 6 min.) http://www.edutopia.org/redwood-energy-conservation-video__
When student projects have an "audience" they can be more motivated to create a more polished product - and if the audience serves to evaluate the project/product that can be more motivating.
Teachers can focus students on learning goals.
Inquiry -- a positive environment
Zone of potential -- tools and guides
Diversity in learning -- it's okay to have students in different spots/levels
Discourse -- has to be reflection/discussion
Practice -- time to use/develop skills
FOSS kit supports PBL process
it starts by inquiry and not direct instruction
discussion from the JAL group:
content standard focus
avoid May
think thru technology use
start small
maybe consider a pilot project
refine project as we go
4th grade science tie-in
5th grade food and nutrition or solar energy for growing wheat
collaboration - has to be taught - different for each grade level
teacher comfort level - have to let go - and it may not work the first time but can improve with practice
the unknowns can be scary
the opportunity of students in one family sharing the same topic with the family is powerful
parents are so interested in being involved or knowing what is going on
value in teacher collaboration to have everyone work on the same thing or know what other grades / classrooms are doing
Bread -
immigrants
wisconsin
food and nutrition
bread from different cultures
preservatives in bread
history of bread making
biblical references
growing populations / starvation
quotations / similes / metaphors / slang - regarding bread
famous art works of bread
music connections to bread
Survey
Evaluation Link
Code: 33459743
Recap
What makes a good project-based lesson?
PBL DESIGN
How to build in quality assessment.
Project build time
Observations from Day 1:
Each group used different collaboration skills/methods. Informing students how they will be assessed will help drive tasks/activities so that there are similar performances.
With simple instructions and no rubric, final projects had a similar look and feel.
Fifteen minutes of application (GarageBand) training and groups were able to construct a podcast in less than two hours.
Concerns were expressed about managing projects and students in a PBL environment.
What do you do when technology fails?
PBL resources:
1. Launching a PBL Project
http://coe.ksu.edu/pbl/Launching.pdf__
View movie: Beginning the Journey: Five-Year-Olds Drive Their Own PBL Projects (running time 9 min.)
http://www.edutopia.org/beginning-journey-five-year-olds-drive-their-own-pbl-projects__
successful projects have a driving question that ends up with a product for a non-classroom audience, collaboration community
importance and connectedness to the student
can't be too simple
who develops the questions? teacher vs. student
start small
share for review
resources for ideas listed in article
Video
Kindergarten -- "traveling to Brazil"
acted out the process
PBL at primary is natural
2. Artifacts and Understanding
http://coe.ksu.edu/pbl/Artifacts.pdf__
View Movie: Developing Minds: Learning How to Rebuild a Town (running time 9 min.)>http://www.edutopia.org/developing-minds__
PBL kit for purchase
Urban planning -- high school level.
Greenspace, living areas, recreation
Students present plan to professional community members.
Mock acceptance of the plan
3. Designing to Learn
http://coe.ksu.edu/pbl/Design.pdf__
The article breaks down the steps that need to be in place: design, plan, audience and standards. It stresses the importance of
having student input on each of these steps. The design and planning is a step many want to skip over but it makes
the finished product higher quality and easier to assess.
The teacher in the video was inspiring!
View movie: Out of This World: Students Take an Eco-Friendly Field Trip to Mars (running time 6 min.)
http://www.edutopia.org/redwood-energy-conservation-video__
When student projects have an "audience" they can be more motivated to create a more polished product - and if the audience serves to evaluate the project/product that can be more motivating.
Teachers can focus students on learning goals.
Video was so so so so so so so engaging!
4. Developing a Community of Learners
http://coe.ksu.edu/pbl/Community.pdf__
View movie: Engineering Success: Students Build Understanding (running time 10 min.)
http://www.edutopia.org/engineering-success
Inquiry -- a positive environment
Zone of potential -- tools and guides
Diversity in learning -- it's okay to have students in different spots/levels
Discourse -- has to be reflection/discussion
Practice -- time to use/develop skills
FOSS kit supports PBL process
it starts by inquiry and not direct instruction
discussion from the JAL group:
Bread -
immigrants
wisconsin
food and nutrition
bread from different cultures
preservatives in bread
history of bread making
biblical references
growing populations / starvation
quotations / similes / metaphors / slang - regarding bread
famous art works of bread
music connections to bread
Assessment Link: http://www.edutopia.org/healthier-testing-made-easy
PBL checklist maker
Digitales scoring guides
http://www.digitales.us/